Gentle interruptions: transformative approaches to clinical teaching

Area of Science:

• Nursing Education
• Clinical Pedagogy
• Transformative Learning Theory

Background:

• Clinical educators and nursing students encounter common challenges in time-constrained, complex clinical learning environments.
• Existing teaching methods may inadvertently maintain the status quo in clinical practice.
• Student and clinician evaluation data highlight areas for pedagogical improvement.

Purpose of the Study:

• To identify and address prevalent issues in clinical nursing education.
• To advocate for the adoption of transformative learning principles in clinical settings.
• To provide practical strategies for enhancing clinical teaching effectiveness.

Main Methods:

• Conceptual analysis based on shared teaching experiences.
• Review of student and clinician evaluation data.
• Explanation and argumentation for transformative learning benefits.

Main Results:

• Transformative learning offers significant benefits for clinical education.
• Specific strategies include interrogating clinical routines, teaching diplomacy, and using interruption.
• These methods empower educators to drive change rather than uphold the status quo.

Conclusions:

• Clinical educators can implement transformative learning strategies to foster critical thinking and positive change.
• Adopting these approaches enhances the clinical learning experience for nursing students.
• This pedagogical shift moves beyond passive observation toward active contribution to evolving healthcare practices.